Educação Ambiental e Educação Física escolar: uma proposta de formação de professores a partir de vivências com a natureza
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Data
2017-01
Autores
Orientador
Mazzarino, Jane Márcia
Banca
Fensterseifer, Paulo Evaldo
Barcelos, Valdo Hermes De Lima
Mejía, Margarita Rosa Gaviria
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Resumo
Este estudo investiga contribuições de vivências com a natureza na formação de acadêmicos e professores de Educação Física no sentido de articular a atuação à Educação Ambiental no contexto escolar. Problematizam-se as razões que têm dificultado a Educação Física escolar a desenvolver o tema transversal meio ambiente. A pesquisa caracteriza-se como qualitativa. Quanto aos fins, é descritiva e aplicada e, quanto aos meios, bibliográfica, documental e de campo. O estudo também apresenta características da pesquisa-ação-participativa, que são: escuta dos interesses dos participantes; planejamento coletivo e intervenção na formação pessoal e profissional dos envolvidos. Participaram da pesquisa 28 integrantes do Programa Institucional de Bolsa de Iniciação à Docência do Universidade do Vale do Taquari UNIVATES/RS/BRA, pertencentes a dois subprojetos da Educação Física, Licenciatura, caracterizados da seguinte forma: dois professores universitários, três professores de rede pública de ensino da Educação Básica e 23 acadêmicos. No estudo de campo, na produção de dados, fez-se uso de: entrevistas semiestruturadas, questionários, diário de campo, registros fotográficos e memoriais descritivos. Ministraram-se oito vivências com a natureza, orientadas pelo método Aprendizado Sequencial (CORNELL, 2008a; 2008b), bem como, pela proposta formativa elaborada pelo pesquisador, norteada por três dimensões pedagógicas: alteridade, ludicidade e sensibilidade. Na continuidade, os participantes planejaram e ministraram atividades relacionadas ao tema meio ambiente entre si, efetivando assim mais três vivências. Em relação aos dados, realizou-se a análise textual qualitativa proposta por Moraes (2007), a partir de três categorias estabelecidas a priori, alteridade, ludicidade e sensibilidade, além de uma emergente, a experiência docente. Analisando a formação inicial dos professores universitários e da rede pública, percebe-se que temas relacionados à Educação Ambiental não estão presentes ou são contemplados superficialmente nas aulas, como, também, não despertam o interesse dos professores. Na formação inicial dos acadêmicos, a Educação Ambiental é contemplada no currículo em algumas disciplinas das áreas das ciências humanas e didático-pedagógicas. A partir de vivências com a natureza, a dimensão da alteridade auxiliou os participantes a reconhecerem o Outro como legítimo Outro, a se compreenderem como parte da natureza e a olharem com mais atenção para o mundo ao seu redor. A dimensão da ludicidade destacou a relevância de o professor perceber-se como um “ser brincante”, o que rompe com o uso da ludicidade na formação inicial apenas como recurso didático-pedagógico. A dimensão da sensibilidade, a partir da exploração dos sentidos corporais, auxiliou os participantes a construírem as próprias opiniões sobre o mundo que os cerca. Essas dimensões foram identificadas nos planejamentos de aulas, o que consolida a experiência docente como mais uma dimensão necessária para a formação docente. Na experiência docente, constata-se que os participantes são autores do seu fazer pedagógico, utilizam saberes construídos a partir da pesquisa, como também os articulam com outros, acrescentando competitividade em algumas atividades. Conclui-se que as vivências com a natureza contribuem na compreensão da natureza, não apenas como espaço, mas, também, como parceira. O corpo revela-se como lugar possível de aprendizagens e de sensibilização do professor em relação à importância de trabalhar o tema meio ambiente na escola, elo entre a Educação Física e a Educação Ambiental.
This study investigates contributions of experience with nature on undergraduate students and physical education teachers in order to develop procedures for Environmental Education in the school context. It discusses the reasons why it is difficult for school physical education to develop transversal environmental theme. It is a qualitative research. It is also a descriptive and applied research and a bibliographical, documental, and field research to its means. In addition, the study shows features of participative-action-research, which consists of listening the participants’ concerns; collective planning; and intervention in personal and professional education of the involved ones. The 28 participants were members of Teaching Initiation Scholarship Program of UNIVATES University center/RS/BRA from two Physical Education Sub-projects, which were characterized by two university professors, three teachers from public basic education system, and 23 undergraduate students. Data production was based on semi-structured interviews, questionnaires, field diary, photographic records, and descriptive memorials. Eight experiences with nature were carried out by sequential learning method (CORNELL, 2008a; 2008b) as well as by formative proposal developed by the researcher based on three pedagogical dimensions - otherness, playfulness and sensitivity. Participants then planned and carried out activities regarding environmental themes summing up three more experiences. Data qualitative textual analysis was based on Moraes (2007), from three categories established a priori; otherness, playfulness and sensitivity; plus the emerging one - teaching experience. Analyzing initial teacher university education and public system, it is observed that issues related to environmental education are not present or are superficially developed in class as well as they do not call teachers’ attention. In the initial undergraduate education, Environmental Education is included in the curriculum in some human and didactic-pedagogical science programs. From the experience with nature, otherness dimension helped participants to recognize the Other as a legitimate Other, to understand each other as part of nature and more attentively look at the world around them. The playfulness dimension highlighted the relevance of teachers recognizing themselves as "playing beings" that rupture with the use of playfulness in initial education just as a didactic-pedagogical research. The sensitivity dimension based on the development of body senses helped participants to build their own opinions about the world around them. Those dimensions were identified in the class planning, which consolidates teaching experience as a necessary dimension for teacher education. Teaching experience highlighted that participants are authors of their pedagogical procedures, use knowledge based on research as well as they articulate them with others introducing competitiveness in some activities. It is concluded that experience with nature contributes for the understanding of nature not just as a space, but as partnership as well. Body reveals to be a possible site for learning and awareness of teachers regarding the importance of developing environmental theme at school linking Physical Education and Environmental Education.
This study investigates contributions of experience with nature on undergraduate students and physical education teachers in order to develop procedures for Environmental Education in the school context. It discusses the reasons why it is difficult for school physical education to develop transversal environmental theme. It is a qualitative research. It is also a descriptive and applied research and a bibliographical, documental, and field research to its means. In addition, the study shows features of participative-action-research, which consists of listening the participants’ concerns; collective planning; and intervention in personal and professional education of the involved ones. The 28 participants were members of Teaching Initiation Scholarship Program of UNIVATES University center/RS/BRA from two Physical Education Sub-projects, which were characterized by two university professors, three teachers from public basic education system, and 23 undergraduate students. Data production was based on semi-structured interviews, questionnaires, field diary, photographic records, and descriptive memorials. Eight experiences with nature were carried out by sequential learning method (CORNELL, 2008a; 2008b) as well as by formative proposal developed by the researcher based on three pedagogical dimensions - otherness, playfulness and sensitivity. Participants then planned and carried out activities regarding environmental themes summing up three more experiences. Data qualitative textual analysis was based on Moraes (2007), from three categories established a priori; otherness, playfulness and sensitivity; plus the emerging one - teaching experience. Analyzing initial teacher university education and public system, it is observed that issues related to environmental education are not present or are superficially developed in class as well as they do not call teachers’ attention. In the initial undergraduate education, Environmental Education is included in the curriculum in some human and didactic-pedagogical science programs. From the experience with nature, otherness dimension helped participants to recognize the Other as a legitimate Other, to understand each other as part of nature and more attentively look at the world around them. The playfulness dimension highlighted the relevance of teachers recognizing themselves as "playing beings" that rupture with the use of playfulness in initial education just as a didactic-pedagogical research. The sensitivity dimension based on the development of body senses helped participants to build their own opinions about the world around them. Those dimensions were identified in the class planning, which consolidates teaching experience as a necessary dimension for teacher education. Teaching experience highlighted that participants are authors of their pedagogical procedures, use knowledge based on research as well as they articulate them with others introducing competitiveness in some activities. It is concluded that experience with nature contributes for the understanding of nature not just as a space, but as partnership as well. Body reveals to be a possible site for learning and awareness of teachers regarding the importance of developing environmental theme at school linking Physical Education and Environmental Education.
Descrição
Palavras-chave
Educação Física escolar; Educação Ambiental; Corpo; Formação de professores; Experiência
Citação
NEUENFELDT, Derli Juliano. Educação Ambiental e Educação Física escolar: uma proposta de formação de professores a partir de vivências com a natureza. 2016. Tese (Doutorado) – Curso de Ambiente e Desenvolvimento, Universidade do Vale do Taquari - Univates, Lajeado, 22 nov. 2016. Disponível em: http://hdl.handle.net/10737/1201.